Regulated & Relational
By Attachment & Trauma Network, Inc.
Ep 94: Two White Women Talking about DEI
In this vital episode, Julie and Ginger dive into the intersection of Diversity, Equity, and Inclusion (DEI) with trauma-informed practices. As DEI comes under political and cultural scrutiny, the hosts make the case that there is no trauma-informed approach without embracing DEI.
DEI is not optional for trauma-informed practice—it is essential.
Diversity includes more than race: gender, neurodiversity, age, ability, and lived experience.
Equity means adjusting systems and supports so everyone can thrive.
Privilege isn’t shameful—it’s an opportunity to advocate and build awareness.
Systems can either heal or harm—it's up to us to make them more inclusive.
Diverse environments enhance safety, fairness, innovation, and connection.
📚 Referenced Research & Resources:
Merriam-Webster Definitions
Diversity: “The condition of having or being composed of differing elements.”
Equity: “Fairness or justice in the way people are treated.”
SAMHSA’s Three E’s of Trauma
Event, Experience, and Effect
Source: Substance Abuse and Mental Health Services Administration (SAMHSA), Trauma and Violence
uvonen et al. (2018) – UCLA Study on School Diversity
Title: Diversity and Peer Relations in Schools
Finding: Diverse classrooms foster safety, reduce loneliness, and encourage cross-race friendships.
Citation: Juvonen, J., Kogachi, K., & Graham, S. (2018). Psychological Science, 29(2), 230-241.
Kenneth Braswell -https://www.kennethbraswell.com/
Facebook: facebook.com/AttachmentTraumaNetwork
Email: info@attachmenttraumanetwork.org
Ep 93: Using the Arts as a Healing Tool
In today’s episode of Regulated & Relational, Ginger Healy and Julie Beem are joined by a special guest, Cally Flox, a teaching artist, educator, and the lead author of A Teacher’s Guide to Resilience Through the Arts. Cally is the founding director of the BYU ARTS Partnership, where she works to enhance student learning and school culture by providing professional development for educators. With a wealth of experience teaching creative dance, integrated arts, and more, Cally brings a unique perspective to the conversation about supporting children impacted by early childhood trauma through arts education. Tune in to hear her insights on resilience, brain-compatible learning strategies, and the power of the arts in fostering healing and growth.
Harvard’s Thinking Routines
https://pz.harvard.edu/thinking-routines
Cally’s summer art conference
https://education.byu.edu/arts/arts_express
Brain Gym
https://breakthroughsinternational.org/programs/the-brain-gym-program/
Cally’s Book-Teachers' Guide to Resiliency Through The Arts
Resources Cally would like to share:
Ep 92: Learning About and Celebrating Neurodiversity
In this insightful episode, we sit down with educator, writer, and advocate Meghan Ashburn to explore how we can better support autistic students—both in and out of the classroom. Meghan shares her journey from teacher to autism advocate and how listening to autistic voices reshaped her entire approach.
We dive into:
Why general education teachers are crucial allies for autistic students
How schools can become more neuro-affirming and inclusive spaces
The importance of centering autistic perspectives in both parenting and education
Shifting away from behavior-focused strategies to more compassionate, neurodiversity-affirming support
📚 Resources Mentioned:
Beyond Behaviors by Dr. Mona Delahooke
Uniquely Human by Barry M. Prizant
The Reason I Jump by Naoki Higashida
The Au-some Book Club – a community for learning alongside autistic voices
📝 Read Meghan's Articles:
"Gen Ed Teachers Hold the Key" – a powerful call to action for inclusive education
"Make the School Library More Accessible to Autistic & Disabled Kids"
Ep 91: Insights into Self-Compassion from TSS2025
Ep 90: Brain Development Basics
Join Ginger and Julie as they wrap up the season by talking about brain lessons.
A little basic brain knowledge can go a long way in understanding behaviors and supporting children in your home or the classroom. Understanding brain development enables us to respond compassionately and helps children—and adults—thrive.
Brains grow from the bottom up and the inside out. Although babies are born with brain structures in place, the development and activation of areas of the brain happen sequentially - from the bottom up and inside out.
Brain development occurs sequentially, from the bottom up and inside out. Neural growth depends on environmental experiences, relationships, and developmental readiness—stages cannot be skipped. Chronic stress and trauma can disrupt this process, wiring the brain to expect stress and react to it intensely. However, due to neuroplasticity, the brain can adapt, heal, and reorganize itself, offering hope for those affected by trauma.
Building resilience involves managing stress through deep breathing, meditation, proper sleep, hydration, nutrition, and healthy relationships. Caregivers play a vital role by offering responsive, nurturing care that supports neural tuning (strengthening) and pruning (removing unused connections). These processes help children learn trust, self-regulation, and efficient learning. Storytelling also fosters brain development by soothing stress responses and enhancing connection.
Supporting Resources
Dr. Wendy Suzuki
Good Anxiety
Dr. Lisa Feldman Barrett
https://lisafeldmanbarrett.com/
7 ½ lessons on the brain book
Dr. Bessel Van der kolk -Trauma Research Institute
https://traumaresearchfoundation.org/programs/faculty/bessel-van-der-kolk/
Jessica Sinarski- Light up the Learning Brain
Ep 89: Adult Nervous Systems
Join Julie and Ginger as they speak with Dr. Lori Desautels
Dr. Lori Desautels has been an Assistant Professor at Butler University since 2016, teaching undergraduate and graduate programs in the College of Education. The Applied Educational Neuroscience Certification, created by Lori in 2016, is specifically designed to meet the needs of educators, counselors, clinicians, and administrators who work with children and adolescents who have experienced adversity and trauma.
https://revelationsineducation.com/
Lori has written 6 books
https://revelationsineducation.com/the-book/
Register for her symposium here
https://www.butler.edu/education/education-neuroscience-symposium/
Register for her summer cohort certification in educational neuroscience here
https://www.butler.edu/education/graduate-programs/applied-educational-neuroscience/
Dr. Lori will be doing a 3-hour deep dive during our Academy Day/Pre-Con at our Creating Trauma-Sensitive Schools Conference in Feb in Atlanta! Register now!
Here are a couple of favorite takeaways from our episode that Lori beautifully teaches.
“Touchpoints are moments of connection that, when any of us feel heard and seen, just changes our biology. When someone sees, feels, or hears us…wow, that’s a lift. A dopamine hit or a serotonin hit. It feels so nourishing to us. “
“We have this beautiful nervous system, which is the brain and body, in constant communication; there’s this bi-directional highway. Our nervous system’s priority is survival. Anytime we sense or feel something in our environment, relationship, or experience that feels threatening or unsafe, our nervous system goes into a state of protection.”
Ep 88: Let's Inspire, Inform, Instruct and Include Students
Join Julie and Ginger as they speak with Anashay Wright, a national award-winning educator, speaker, consultant, and founder of Authentic Disruption and Disruptive Partners, a community-based leadership development program.
https://www.anashaywright.com/
Anashay describes her journey by telling a story of inclusive school leaders who surrounded her family with community resources when they were in need. She says that school and district leaders prioritized people over policy, which led to Anashay falling in love with helping children, and she is now paying it forward.
Here are some great takeaways from Anashay:
The curriculum can’t save you.
Brainwash them into greatness.
Use the community as a connector.
Use tech and AI to educate.
Kids don’t need Saviorism; they need servant leaders.
Kids can read! They read what they want. You can drive solutions with what kids CAN do. If they argue, teach them to argue like an attorney.
Beware of the cycle of impoverished thinking.
Give them the power to express themselves, and then listen to them.
Beware of deficit thinking that shames people.
What are the gifts and talents that you bring into the space?
Let them dream. Lead with what’s possible. It starts with the adult dreaming.
Make their vision your mission.
Lead with radical, disruptive love.
The question isn’t how we protect kids from trauma; it’s how we help them respond to it when they encounter it.
Our favorite quote from Anashay:
When we start to lead with what’s possible and the promise, shift our thinking, and actually believe in ourselves and then in our children, we will disrupt the system. Disruptive Innovation means building something better and ignoring what we currently have. In a classroom, that means if all the other teachers are writing kids up, I’m not going to write kids up. I’m simply gonna ask kids, “What’s wrong, what’s the solution, and how are you feeling?” The big and small moves you make every day when nobody is looking disrupt the system.
Ep 87: Understanding Interoception: The Mind-Body Disconnect
Join Julie and Ginger in speaking to Occupational Therapist, Kelly Mahler about Interoception and the body-mind disconnect.
Kelly teaches that as caregivers and educators, we should be curious without expectation of a response from the children we work with.
She also explains that we all have different internal experiences; our first step is to believe others and their experiences.
Kelly tells us that before we start working on helping and healing the body-mind connection, we really need to work towards a place of regulation and help that person feel safe in their body and environment.
Check out her website here:
And her Big Book of Interoception Games (and other resources) here:
https://www.amazon.com/Books-Kelly-Mahler/s?rh=n%3A283155%2Cp_27%3AKelly+Mahler
Ep 86: No More Sad Mommas; No More Sad Babies
Join Julie and Ginger in speaking to Carey Sipp talking about early childhood intervention.
Carey is a solutions journalist and “Neuro-Nurturing ®” advocate who has written about the science of adverse childhood experiences* (ACEs) for about 15 years. She has also worked in communications for nonprofit organizations and for-profit organizations for some four decades. As a person with the experience of trauma and depression, Sipp’s inherent empathy is reflected in all her work, be it writing, speaking, or advocating. An avid nature photographer, shew also loves taking photographs of children and families. Sipp is thrilled that her children, now “thirty-somethings”, are living their dreams of active outdoor lifestyles and careers in recreation and healthcare in Montana.
Carey refers to the following resources:
Deb McNelis Neuro-Nurturing ®” -https://www.braininsightsonline.com/
Carey’s book: https://a.co/d/eyAGX7q
Bruce Perry and Oprah Winfrey “What happened to you?” https://a.co/d/0HqYxfD
Dr. Christina Bethel
https://pubmed.ncbi.nlm.nih.gov/31498386/
Ed Tronick-The Power of Discord
https://www.pacesconnection.com/blog/exciting-news-paces-connection-is-back
Still face baby experiment video
https://www.youtube.com/watch?v=f1Jw0-LExyc
How to raise a Viking
Ep 85: Back to the Basics - The Trauma-Sensitive School Basics
Join Ginger and Julie as they talk to Mathew Portell. Mathew has dedicated a decade and a half to education in his role as a teacher, instructional coach, teacher mentor, and school administrator before joining PACES Connection as the director of communities in March 2022. He spent seven years as principal of Fall-Hamilton Elementary, an internationally recognized innovative model school for trauma-informed practices in Metro Nashville Public Schools. Mathew is now back in the building as a principal and has written a book along with Ingrid Cockrhen, Julie Kirtz, Julie Nicholson, and Tyesha Noise entitled Reducing Stress in Schools.
Check out Mathew’s book: Reducing Stress in Schools: Restoring Connection and Community
Mathew gives the following advice: Don’t get caught up in the job and forget about the work. Get back to the basics and listen for what the fundamental truths are in trauma-informed educational environments.
Mathew tells us that “Kids can’t achieve academics if their social and emotional health needs aren’t met.”
He also says, “We have to base all our decisions on what we say and who we say we are. If we say we are student-focused and adult-supported, then the decision we make has to mirror that. It’s huge when developing a school culture that is looking to reduce stress. You gotta know who you are first, establish your identity as an individual school then document it. Create your core values and then as you make decisions align them with who you say you are.”
Be sure to view the "Every student Known" video.
Ep 84: Digging into Attachment and Parenting Challenges
In this episode Ginger and Julie talk to Dafna Lender who is an international trainer, EMDR therapist, and supervisor for practitioners who work with children and families. She is a certified trainer and supervisor/consultant in Dyadic Developmental Psychotherapy and Theraplay. Dafna’s expertise is drawn from 25 years working with families with attachment issues in many settings. She is a leader in family therapy from an attachment perspective and is passionate about her work and regularly co-trains with Bessel van der Kolk, Peter Levine, Ed Tronick, and Dan Hughes. She is the author of Integrative Attachment Family Therapy and Theraplay: The Practitioner’s Guide.
Listen in as Julie and Ginger talk with Dafna about therapeutic parenting, attachment, and more!
Ep 83: Being Safe Enough Not to Bully
Listen in as Julie and Ginger talk to Ginger Lewman about Bullying.
Ginger Lewman is a national consultant & keynote speaker with ESSDACK, a non-profit education service center based in Hutchinson Kansas. She holds a Master of Science in Psychology and Special Education and Gifted Education, With 30 years in education, she inspires and helps all levels of educators figure out the hard hurdles for innovative teaching and learning.
Why do people bully? There are many reasons but Ginger boils it down to the messages we hear as kids and feeling a lack of safety, dignity and/or belonging.
Ginger encourages us to get upstream and gives great strategies and tools and states that these and other tools are best utilized in an environment steeped daily in the foundation of the science of trauma and resilience-building and utilizing restorative practices whenever conflict arises anywhere.
“Once we become unafraid of our own stories, we all become safer.” ~ Steve Halley
Resources:
Peaceful Schools and Families: https://www.essdack.org/psf
Favorite takeaways:
It is difficult work for someone who is hurt, for someone who has hurt other people to move toward conflict. They’ve got to listen to them and they can only do that if I feel safe.
When we’re talking about bringing people into circle toward conflict this is an opportunity for each person to examine what their role has been. It’s not just “you did it”, it’s “we are experiencing this and this is not good for any of us in our community, this isn’t about you just cleaning up what you did wrong”. It’s all of us.
Ep 82: Oxytocin - What it is and what we need to know
In Episode 82, Ginger & Julie dig into Oxytocin. Oxytocin is often called the “love” or “cuddle” hormone.
High levels of oxytocin correlate with the speed of wound healing. Research is documenting the positive effects of oxytocin in treating many conditions including heart disease, schizophrenia, diabetes, and certain kinds of cancer.
For children who have experienced early adversities with attachment disorders and trauma-based impacts, increasing their oxytocin levels holds the promise of helping them emotionally, socially, relationally, and physically.
Besides physical touch and affection other things that increase oxytocin:
- Exercise
- Healthy Diet
- Vitamin D
- Music
The following additional resources were mentioned
Dr. Stephen Porges https://www.stephenporges.com/
Amelia and Emily Nagoski https://www.burnoutbook.net/about-the-authors
Dr. Louis Cozolino https://www.drloucozolino.com/
Drs. Dan Hughes and Jon Baylin -Brain-Based Parenting book- https://a.co/d/gUWRjQF
Ep 81: The Theory of Hope
In this episode Julie and Ginger interview ATN’s dear friend, Dr. Melissa Sadin. Melissa teaches us about Hope Theory based on the work of Gwinn and Hellman and their book Hope Rising. You can check out Dr. Sadin’s books and work here: http://www.traumasensitive.com/, https://a.co/d/9x4lPtk.
What is the definition of hope? Hope is setting a goal that you desire, creating a pathway toward the goal, and utilizing the willpower necessary to achieve the goal through connection to another person.
Dr. Sadin further states that Hope Builds Resilience and Resilience Builds Hope. She tells us that through the following three-step process we can build hope and resilience in our children at home and students at school:
1. Set an achievable goal
2. Set the pathway -the WAYPOWER
3. Get a cheerleader- the WILLPOWER, who will help revise and check-in
Melissa teaches us that:
- Hope builds executive functioning capacity
- Students with high hope have better attendance than students with low hope
- Students with high hope have better academic outcomes than students with low hope- despite cognitive ability
- Students with hope are more likely to find success in career or college sooner than students with low hope
Listen in and join us in building hope!
Ep 80: Exploring Our Polyvagal World
Ep 79: The Three Pillars of A Healthy Life - Working our Way to Wellness
In this Episode Julie and Ginger talk to Dr. Rick Cain. Rick specializes in the neuroscience of stress and well-being. He helps us explore how wellness practices in the biological domain of self-regulation, such as healthy eating, restorative sleep, and regular exercise, aid in our ability to regulate our nervous system and are pivotal for optimizing cognitive function, forming habits, and managing emotions.
Rick teaches us about the concept of the "body budget," as coined by Lisa Feldman Barrett, PhD -https://lisafeldmanbarrett.com - and he ends with talking about how we can use mindfulness to help us avoid functioning on autopilot.
Autopilot is a state of mind in which one acts without conscious intention or awareness of present-moment sensory perception. It's common for us to go through our days on autopilot, just trying to get through them. It's a normal part of the human experience, and it's okay sometimes to lose track of the present moment.
It's important to recognize that when we're constantly on autopilot, we risk missing out on the small moments that make up our lives. The choice between operating on autopilot and cultivating a state of awareness is within our control.
Ep 78: "What are We Here to Do?" A conversation with Superintendent Dr. Amy Fast
In today’s episode, Ginger and Julie talk to Dr. Amy Fast. Dr. Amy is currently a superintendent in Oregon. She is an author, and education commentator, former HS principal and elementary school teacher…and she is a mom! Her book, It’s the Mission, Not the Mandates can found at https://a.co/d/4ZtW5Kg .
Listen in for these great takeaways:
“Where I find kids thrive and are the most well, is when there is the magic balance of being pushed hard and loved hard. You can't have one without the other because if you have the love without that developmental push, that just right push, so that they are just enough outside their comfort zone where they're growing but not falling off the edge of the cliff then kids do become entitled or enabled, but if you have the opposite where you are always pushing them with no support, or love or affection then you have kids with suicidal ideation or poor self-concept.”
“The work doesn't feel good when it's easy, it feels good when it matters and that's part of why so many educators are suffering. There is a lack of congruence between what we are asking and mandating and telling them to do and what they know in their guts actually matter for kids.”
Ep 77: Trauma-Informed Step-Parenting
In today’s episode, Ginger and Julie dive into Step-Parenting.
Approximately 40% of all families are blended families, which are defined as divorced and/or remarried families or those living together that have children residing with one parent and possibly visiting the other, and have another adult in their lives who is the stepparent figure.
Divorce is widespread, (hovering around half of all marriages.) For children, divorce is considered a traumatizing event and being raised by stepparents can be a landmine of potential trauma.
That doesn’t mean we at ATN are against divorce or that we blame the adults for their decision to separate. We want parents to understand how divorce can potentially impact your children – for the rest of their lives. And how best to help them come out of it in a positive way.
Here are some takeaways.
Listen to your children. Give them a safe space to express themselves.
Discuss and decide as a couple how you’re going to handle family dynamics and what you want for your family.
Whenever possible, try to be on the same parenting page. Take co-parenting seriously.
Professional help will be needed as you blend your family, Interventions can help these struggles from becoming complex traumas and resources and support are available through ATN.
If you want more information about our Trauma-Informed Certification program, go to certification.attachtrauma.org.
Ep 76: Diving Deep into Co-Regulation
Co-Regulation: Stepping in with soothing, responsive interactions to help a person be able to regulate their emotions. OR Borrowing the ability to attain a regulated state from another person who is emotionally regulated and responsive to our need for assistance.
First – you need to regulate yourself.
- Be aware of own triggers
- Find /create your own system of support
- Find activities, interests to help you regulate (music, movies, hobbies, exercise)
- Find what grounds and anchors you, a source of strength, comfort, and clarity of purpose like personal faith, nature, meditations
Second - let them borrow some of your regulation.
- Be (and remain) present
- Reflect back calm and responsiveness
- Hold space
The final step of regulation is to actively teach children how to regulate themselves, giving them tools to use.
- Mindfulness
- Name It to Tame It
- Creative Expressions of Emotions
- Movement & Rhythm
- Breathing
- Sensory Engagement
- Hunger or Thirst
- Grounding Techniques
- Play
Resources:
Mona Delahooke https://monadelahooke.com/
Deb Dana https://www.rhythmofregulation.com/
The Whole Brain Child- Dr. Siegel and Dr. Bryson
Ep. 75 - The 5 Love Languages of Neurodiversity
In this episode, Julie and Ginger share the Five Neurodivergent Love Languages from @neurowonderful.
Info dumping. Sharing information about topics that excite you and that you have an interest or passion in and sharing them in detail and length.
Body Doubling/Parallel Play/Sharing Space. When people do separate activities with each other, they are not trying to influence each other's behavior.
Seeking Support/Support Swapping. Helping each other look out for themselves in small ways.
Deep Pressure. Finding a way to be grounded physically through pressure and weight
can alleviate stress.
Penguin pebbling/gift giving. This is when an ND person shows another person affection by offering them little objects, like trinkets or even memes.
Listen in as Julie and Ginger discuss that the Five Neurodivergent Love Languages are a Tool for EVERYONE!
Share these with the children in your care to open dialogue about how we see and value each other and how we can better connect and understand each other. It can be a very effective way to increase communication and inclusivity.
Ep 74. Nurturing Neurodiversity in the Educational Environment
In this Episode Julie and Ginger seek to increase awareness and acceptance of the strengths that neurodivergent children have.
Neurodiversity means valuing all types of thinking and learning equally, without considering any as superior. It focuses on equitable inclusion by accepting diverse ways of engaging with the world, rejecting the ideas that difference from the norm are problems to be fixed. ATN aligns with the belief that societal and physical barriers create disabling environments, and that impairments result from these barriers rather than from focusing on what is wrong with the person.
“Neurodivergent” describes someone whose brain works differently. A neurodivergent person often has different ways of thinking or processing the world around them than someone who’s “neurotypical” or who has what’s seen as a more standard experience.
Neurodivergent people aren’t any less capable than their peers, and in fact tend to excel in more particular or specialized areas. But often our school and social structures aren’t built to accommodate ND individuals, which makes life more difficult for them.
Neurodivergent students LEARN DIFFERENTLY. Dr. Mona Delahooke teaches that we should take “differences” off a diagnostic checklist and see these differences as adaptations in the way the student processes information in the classroom.
So what should educators be doing? Experts who work with neurodiverse students suggest Using Trauma-Informed strategies in the classroom and regulation-driven teaching models.
They also highlight the importance of adapting systems and environments to support success by honoring all forms of communication as valid
Resources noted in the episode
https://www.templegrandin.com/
https://www.axismunditherapy.com/
Listen in and Julie and Ginger share their vulnerable stories of parenting and educating their neurodivergent children in hopes of helping others walking in their shoes.
Ep 73: Becoming a Trauma-Informed Restorative Educator
Ep 72 -The Challenges of Parenting in Today's Society: A Deep Dive with Ingrid Cochren
In this episode, Julie and Ginger welcome Ingrid Cockhren into the studio to discuss parenting in today’s society…or, as Dr. Gabor Mate calls it, Horticulture on the Moon.
Dr. Gabor Mate, a renowned expert, brings a unique perspective to the table. He points out that Western society has taught us to ignore our parenting instincts. He cites indigenous parenting practices as examples, which were more likely to meet the infant’s needs while supporting the mother and family with the community. We echo his sentiments. Our current culture often makes raising children a challenging task, akin to cultivating plants on the moon.
Ingrid Cockhren, M.Ed., is a seasoned professional with a career spanning two decades. Her expertise in stress, trauma, and human development has allowed her to transform her research and knowledge into trauma-informed and healing-centered solutions for communities, workplaces, and organizations. Her diverse roles in juvenile justice, family counseling, early childhood education, professional development and training, and community education further underline her comprehensive understanding of the subject.
Ingrid states, “As long as we continue to focus on individual wants and desires and not the collective public good, then we will continue to have struggles, and our society pushes for those individual wants and desires. We are mainly driven by consumerism and capitalism and the pursuit of individual liberty and happiness. These are our founding principles, but what is required when we have children is the village, the collective. This is in opposition to the values that go along with our society. As long as we continue down this path of putting the individual's wants and desires ahead of the collective good then we will continue to have environments that are not conducive to parenting."
You can find more from Ingrid here
https://cockhrenconsulting.com/
Ep. 71 - Children's 4 Irreducible Needs
In his book, The Myth of Normal, Dr. Gabor Mate points out that all children have 4 irreducible needs:
- a sense of security
- trust in the world
- interrelationships with others
- connection to your authentic emotions…
And the way that they get these needs met is the availability of an attuned, non-stressed and emotionally reliable caregiver. The more stressed or distracted the caregiver, then the shakier the emotional architecture of the child’s mind will be.
And that’s the crux of it all…how do we set up parents and families to be able to be those attuned, non-stressed and emotionally available caregivers?
Julie and Ginger want to share this message from Dr. Mate and talk about how it aligns with so much of what ATN believes about Attachment being the Antidote, but also about how we have to advocate for what families need in today’s society.
We highly recommend The Myth of Normal by Gabor Mate, MD and Daniel Mate
Ep 70 - Geeking out on Attachment, Yoga, and Somatic Experiencing with Heather Altman
In this episode, Julie and Ginger talk with Rabbi Heather Altman about Attachment, Yoga, and Somatic Experiencing. She is a trauma specialist and a parent coach. She specializes in disruptive behavior in families. Her goal is to help her clients experience more comfort, more calm, and more compassion in their lives. She helps families develop deeper connections between the parents and children. Isn’t that what we all want.
AND … she is mother of triplets!!!!
Heather says that “We need to find some level of OKness. Pleasure and joy are a goal, but OKness is actually OK.”
Listen in to learn more about somatic experiencing. Find out what it is and how Heather combines that with yoga.
Ep 69 - My Trauma Isn't Your Trauma
In this episode Julie and Ginger talk about the 3Es of trauma. SAMHSA, the Substance Abuse and Mental Health Services Administration of the US government, coined the term “the 3Es” and this has become core to the definition of trauma. The 3Es is a very basic concept but, while it is very basic, it isn’t simple. To determine if something is traumatizing, we can’t judge based on whether we think the event should be traumatizing. It is very individualized.
SAMHSA says, “Individual trauma results from an event, series of events or set of circumstances, that is experienced by an individual as physically or emotionally harmful or life-threatening, and that has a lasting adverse effect on the individual’s functioning and mental, physical, social, emotional, or spiritual wellbeing.”
The 3Es are: Event, Experience, and Effect.
Events happen and that doesn’t mean it is traumatizing. Not everyone present at the event is traumatized. It depends on how you experience the event and how it affects your life. It is truly individualized.
Listen in as Julie and Ginger talk about what makes an event more likely to be traumatizing and how this can be mitigated.
Remember – Your trauma is not my trauma! And, no one gets to pick their trauma. It is truly the nervous system’s response.
Ep 68 - Exploring Baffling Behaviors with Robyn Gobbel
In this episode, Julie and Ginger invite Robyn Gobbel into the studio. Robyn loves cultivating deep, resonant connections with anyone who is up for it, and especially loves teaching anyone who will listen how to harness the power of neuroscience so they can cultivate deep, resonant connections, too. Robyn says, “Really, what would change in the world if we could all see, be with, feel, and deeply know each other…and ourselves. I think everything would change!”
Before the COVID-19 pandemic, Robyn was a therapist for almost 20 years, specializing in complex trauma, attachment, and adoption. Now, she creates communities and educational experiences grounded in regulation, connection, and felt safety for parents and professionals all over the world. Robyn is an author, podcast host and parenting coach.
Robyn’s approach is based in neuroscience. She takes that complex topic and brings it to a level where parents can grasp it. Once we understand neuroscience, we can really begin to trust our intuitions. Neuroscience helps us stop applying band aids to behaviors. Instead, we can comprehend what is going on underneath the behaviors. This changes our approach.
Listen in as Robyn talks about specific behaviors, such as lying. That a big one! She breaks down the difference between normal lying and abnormal lying. And then she talks about what is really going on beneath the lying. She says that it all boils down to felt safety, connectedness and regulation.
For more information about Robyn, go to her website at RobynGobbel.com. There you can find a lot of free resources. To order her book, Raising Kids with Big Baffling Behaviors, go to ATN’s Bookshop at https://bookshop.org/p/books/raising-kids-with-big-baffling-behaviors-brain-body-sensory-strategies-that-really-work-robyn-gobbel/19679331?aid=22880&ean=9781839974281&listref=resources-for-parents-912ec909-948a-4642-aa54-957538d26cb8.
Ep 67 - A Conversation about Trauma-Informed Care with National PTA President, Yvonne Johnson
In this episode, Julie and Ginger invite Yvonne Johnson into the studio. Yvonne is the 58th president of the National PTA. She is committed to being intentional about creating more inclusion and diversity in schools, and she focuses on strengthening family and school partnerships. Yvonne has been involved in the PTA for over 30 years!
The PTA’s mission is “Making sure that every child reaches their full potential by engaging and empowering families and communities to advocate for all children.” Yvonne says that she serves as the voice for families around all education issues.
Listen in to learn what led Yvonne to be so passionate about trauma-informed education and learn more about the PTA’s current initiatives. These initiatives include federal, state, and local policies that keep our students healthy, supported and safe. A safe school is a priority for the National PTA.
ATN is so honored to be mission aligned with the National PTA.
If you want to learn more about the initiatives that were mentioned, go to:
https://www.pta.org/home/advocacy/ptas-positions/Individual-Position-Statements/Position-Statement-Trauma-Informed-Care
https://www.pta.org/home/events/National-PTA-Legislative-Conference
https://www.congress.gov/bill/118th-congress/senate-bill/1426?q=%7B%22search%22%3A%22The+RISE+Act%22%7D&s=1&r=3
Ep 66 - Addressing Working Memory in a Trauma-Sensitive Classroom
In this episode, Julie and Ginger invite Jen Alexander and Jennifer Dickey into the studio. They have come to talk about executive function skills and working memory. You may recognize Jen Alexander, as she has been in the studio several times. She is an educator, national certified counselor, school based registered play therapist and a leader in the movement to build trauma-sensitive schools. Jen is the author of Building Trauma-Sensitive Schools: Your Guide to Creating Safe, Supportive Learning Environments for All Students.
Jennifer Dickey’s passion is in designing academic and effective support for divergent learners. She is the founder of Lotus Cognitive Solutions Groups, which provides coaching for children and adults with ADHD and Dyslexia. She is a classroom teacher, a gifted and talented specialist, an academic language specialist, and a full-time college professor.
Together, they have developed a new guide to help educators, entitled Supporting Students’ Executive Function Skill in the Trauma-Sensitive Classroom: Focusing in on working memory. The guide has 8 colorful panels with practical advice broken into bite sized chunks. It explains how to recognize working memories challenges and how to shift your paradigm from “Why aren’t you doing your work?” to “What is difficult about this work?”
Listen in to learn exactly what working memory is and why it is critical to school success.
Ep 65 - The Self-Reg Framework
Today, Julie and Ginger invite Dr. Susan Hopkins into the studio. Dr. Hopkins, along with Dr. Stuart Shanker, will be keynoting at ATN’s 7th Annual Creating Trauma-Sensitive Schools Conference in February 2024. Dr. Shaker is the MEHRIT Centre and Self-Reg Founder, and Dr. Hopkins is the Executive Director of the Self-Reg organization. Together they have authored several books. They are a powerful team! To learn more, go to www.self-reg.ca.
Dr. Hopkins has over 20 years of experience in all levels of education, including roles as teacher, vice-principal, curriculum developer, and inclusion coordinator. Oh, and she is a mom. All of this experience has made her well-equipped to show us the need to be self-regulated.
In this episode, Dr. Hopkins tells us exactly what Self-Reg is about, and she explains how it is anchored in understanding the brain-body science of stress. We all understand the meaning of self-regulation, but the Self-Reg Framework consists of 5 steps to deal with stress so that we can experience calm in our minds and bodies. At the MEHRIT Centre, people who care for and work with children and youth are taught the skills needed to better support dysregulated kids.
Listen in as Dr. Hopkins reviews the five steps of this framework and gives examples of how to implement each one. You don’t want to miss this! And, you don’t want to miss hearing Drs. Shanker and Hopkins speak at our upcoming conference. For more information, go to www.attachmenttraumanetwork.org/conference.
Ep 64 - This Year's Retrospective
In this episode, Julie and Ginger invite Lorraine Schneider into the studio to chat about the episodes from season 3 and there were some really great ones! Lorraine is a member of the ATN hard-working staff and one of her responsibilities is to edit the podcasts. As a result, she has listened to every one of them!
As Lorraine says, “Yes, I have listened to each podcast and every one has great nuggets to take from it and apply to life each day.”
Julie follows that up with, “You can’t go wrong with any of our episodes, we hate to brag, but….”
Listen in as Julie, Ginger and Lorraine chat about the episodes that left an impression on them and why. We hope that you have a few extra moments to listen to some of our favorites during this holiday season. It’s a great time to catch up!
Ep 63 - The Biology of Attachment Trauma
In this episode, Julie and Ginger welcome Dr. Aimie into the studio. Basically, Dr. Aimie is amazing. She is a double board-certified physician, boarded in both preventive and addiction medicine. Additionally, she is a foster mom and an adoptive mom.
Through her journey, trauma became her own personal story. She realized that we talk about feelings but there is a biological piece that has been missing. As Dr. Aimie says, “Life experiences become one with biology.” Listen in to hear what she has to say about the connection between one’s biology and one’s attachment style. Also, listen and learn how we can use biology to alter attachment. Fascinating stuff!
Visit Dr. Aimie’s web page at www.TheEmbodyLab.com. There you can find many resources including a guide to specific imbalances that occur in the body that hinder attachment.
Dr. Aimie wants us to remember that “We have to integrate the biological approach with the therapeutic approach.” The two go hand-in-hand.
Ep 62 - What Does It Mean To Be Trauma-Informed?
In this episode, Julie and Ginger delve into the definitions of trauma-informed. While this seems very simple, there are many definitions floating out there and we wanted to clarify exactly what ATN uses in its definitions. When ATN was created, there was no true concept of trauma and its effects on our children. Thankfully, the trauma-informed movement has gained momentum throughout the last decade and half. As a result, we see a lot of people throwing around the word “trauma” when they really mean something else.
So, at ATN, we researched many resources to develop our definitions. In this episode, we first define trauma-aware. The next level is trauma-informed. Then comes along trauma-sensitive. The final step in the process is being trauma-responsive. Listen in to learn what these terms mean.
One thing we learned along the way is that you can’t just learn to be trauma-sensitive. Julie says, “It is something that you truly become.” Julie and Ginger explain what that paradigm shift means.
ATN is currently developing a Certification Program with levels for individuals, schools, and organizations. Stay tuned to learn more about this program and its expected release in the Spring of 2024.
Ep 61 - Gratitude, Grounding and Glimmers
Today Julie and Ginger are talking about the 3 G’s: Gratitude, Grounding and Glimmers. These are basic mindfulness strategies that provide emotional safety in both the home and the classroom. This is a hard time of year for those of us who are emotionally stressed, and our stressors really start to build up with work schedules, school schedules and work schedules during the holiday season. People can actually start to dread this time of year. But, as Ginger says, “Not only can we survive, but hopefully we can learn to thrive.”
You must give yourself permission to pause, reflect, make things smaller, dial down the craziness and really focus on what is important. Only then will the season truly shine. We need to know that “These are practices we must learn and seek out. We can’t wait for them to come to us,” says Julie. Listen and learn how to find your Gratitude, Grounding and Glimmer ideas that you can use throughout this holiday season and beyond.
To view the resources that are discussed in this podcast go to: https://www.attachmenttraumanetwork.org/wp-content/uploads/Triggers-and-Glimmers-map.pdf, https://www.attachmenttraumanetwork.org/wp-content/uploads/Glimmer-personal_profile_map.pdf and https://www.developgoodhabits.com/mindfulness-worksheets/
Ep 60 - What Can Be Done About The School to Prison Pipeline?
In this episode, Julie and Ginger talk about the school to prison pipeline with Leonard Webb. What an important topic this is! Leonard retired from law enforcement and now uses his experience to address the issues of exclusionary discipline, implicit biases, and structural racism. His goal is to improve the educational outcomes of students by improving relationships between administrators, teachers, parents, and students. Leonard provides equity-based solutions by bringing accountability to school leaders while increasing attendance and decreasing suspensions and expulsions. He was appointed by Governor Hogan to the Juvenile Justice School Board in the state of Maryland.
Listen in to learn what the school to prison pipeline really is, why it is important, and how we can work to reduce its numbers. Mr. Webb states, “Underfunded schools lead to overcrowded prisons.” There is a direct correlation and many ways to make a difference. He uses the concept of RISK - establish Real relationships, have Intentional interactions, create Safe spaces, and Keep asking questions. Yes, it takes us out of our comfort zone but that is what a risk is. It is a shift of our focus.
Leonard tells us that it may not be easy, but it is really very simple.
To learn more about Leonard Webb and his program, visit his Facebook page at https://www.facebook.com/webbolutionary/ or go to http://endtheschool2prisonpipeline.com/. You can also email him directly at revolutionary@gmail.com.
Ep 59 - What is the Vagus Nerve?
In this episode, Julie and Ginger discuss the Vagus nerve and other occupational therapist topics with Allison Morgan. Allison is the founder and CEO of Zensational Kids, an educational company with the vision of providing schools and organizations with professional development focused on boosting mental health and well-being and learning for the entire school community. Allison creates programs that integrate trauma-responsive approaches, mindfulness, and Social-Emotional learning. Zensational Kids practices can be found in over 100 countries and 11,000 schools worldwide.
When Allison was practicing occupational therapy in the school system, she saw that when she implemented yoga and mindfulness into the sessions, many of the goals were achieved. She realized that she needed to move away from the handwriting practice, the shoelace tying, the check list sheets, and the behavior charts. Change must come from the inside out and this led Allison to learn more about the nervous system and the Vagus nerve.
Listen in to learn exactly what the Vagus nerve is and where it is in the body. Allison leads us through several exercises aimed at calming our nervous system.
To learn more about Zensational Kids and to access Allison’s free resources, go to: https://zensationalkids.com/.
Ep 58 - Inner Working Models - Where do they come from?
In this episode Julie and Ginger talk about the Inner Working Model. This is basically the blueprint for how we connect with others.
John Bowlby says it best – “All of us, from cradle to grave, are happiest when life is organized as a series of excursions, long or short, from the secure base provided by our attachment figures.” What is a secure base? What is the attachment cycle? Why does it matter? Listen in to learn how the answers to these questions lead to a person’s inner working model and how that affects them for the rest of their life.
Dr. Lou Cozolino says, “Brains link together. We are social creatures and our biologies are interwoven. Each brain is dependent on the scaffolding of caregivers and loved ones for survival, growth, and wellbeing. There are no single brains. Each brain adapts according to other brains they are surrounded by.” This is all based on our first relationships and the best way to therapeutically care for children is to understand our own inner working model.
Because - When we know better, we do better.
Ep 57 - Creating a Regulating Classroom Environment
In this episode, the studio is full. Julie and Ginger have Jen Alexander and Anna Paravano as guests. Jen Alexander is a veteran educator, counselor, and long-time ATN friend. She is a passionate leader in the building of trauma-sensitive schools. Anna Paravano is also a long-time ATN friend and previous board member. Anna’s background is in interior design. She is a professional interior designer with over 40 years of experience, and she teaches at the college level. They are both moms to children with developmental trauma.
These two ladies united to create a quick guide on how to create a safe and supportive physical environment using a trauma-informed lens. This guide can be purchased by going to ATN’s bookshop at https://bookshop.org/shop/AttachmentTraumaNetwork.
The guide offers practical advice linked to what we can do right now, right here, to support students and adults. We must emember that good design is different for children than it is for adults. Children see their environment from another lens. Jen says, “Design is about how we use the space and interact in the space,” so, listen in to hear Jen and Anna talk about how décor looks in a trauma-sensitive design.
To learn more about these two ladies, go to www.Growing-at-Home.com or www.msjenalexander.com.
Ep 56 - Getting on the Same Page: Teacher-Parent Relationships
In this episode, Julie and Ginger are talking about relationships between parents and teachers with their guest host, Jessica Harris. Jessica was a teacher with 17 years of experience until she began the CLIMB program. As an alternative to out of school suspensions, the CLIMB program provides students with intensive instruction and support while keeping them in school. Through this program, Jess is changing the educational landscape and using teacher-parent relationships as a tool.
We know that relationships are key between the teacher and their students, but what about between teachers and the parents? How do we initiate this relationship? How can we get off on the right foot? How do we approach this from a trauma informed lens? And - Why is it so important?
Listen in to learn what needs parents have, what needs teachers have and how we can fill those needs. The relationship between the parents and teacher is the key. The biggest obstacle to forming these relationships is time. Jess shares some tips to work around this obstacle.
Jess says, “We must share every win that every child achieves.” It is critical.
Ep 55 - Let's Talk Regulation & Co-Regulation with Ginger Healy
In this episode, we have invited a guest host, Kimberly Smathers, into the studio. Kimberly is on the Board of Directors of the Attachment & Trauma Network, and she is a true champion of ATN’s work. Kimberly is talking with Ginger Healy about her recent book, Regulation and Co-Regulation: Accessible Neuroscience and Connection Strategies that Bring Calm into the Classroom (15-Minute Focus).
You know Ginger as the co-host of this Regulated and Relational podcast, but what you may not know is that Ginger is a clinical social worker with almost 30 years of experience. She has worked as a child abuse investigator, a hospital social worker, and a school therapist. Oh – and she is a mom to children with special needs. So, she is very well positioned to author this book!
Ginger’s book is a quick and easy read, something we all need in our busy lives. Ginger points out that we aren’t born with the ability to regulate on our own. It takes years of experiences (and millions of those experiences) of co-regulation for us to develop that skill.
Listen in to learn the difference between accountability and punishment. Why is accountability healing? Why is punishment traumatizing? How can we use this knowledge to heal our entire community?
To order Ginger’s book, go to ATN’s bookshop at https://bookshop.org/p/books/15-minute-focus-regulation-and-co-regulation-accessible-neuroscience-and-connection-strategies-that-bring-calm-into-the-classroom-brief-counseling-gin/19786117?aid=22880&ean=9781953945792&listref=resources-for-educators
You can also reach out to Ginger at ginger@attachtrauma.org. She would love to hear from you.
Ep 54 - The Importance of Belonging
In this episode, Julie and Ginger talk about Belonging. And what an important concept that really is! Love and belonging are crucial human needs and Brene Brown says, “You can’t study emotions and experiences that define being human without constantly bumping into the concept of belonging.” It is that primal!
Listen in to learn the difference between fitting in and belonging. Spoiler alert – its all about relationships because true belonging doesn’t require you to change who you are, it requires you to be who you are.
Why is belonging so difficult for those with trauma? How does lack of belonging relate to drug abuse? How does belonging release endorphins in our brains?
To learn more about “The Belonging Barometer” study, go to https://www.americanimmigrationcouncil.org/research/the-belonging-barometer
And remember - we are a social species. We must belong.
Ep 53 - Unpacking Our Griefcase
In this episode, Julie and Ginger explore the concept of grief by welcoming Emelio Parga into the studio. Emelio is the founder and Executive Director of the Solace Tree, a grief and loss support center for children, teens and adults in Reno, NV. He coordinates support groups there and in the schools in Nevada. Emelio has collaborated to create The Good Grief Project for K-12 students who have experienced loss. Additionally, he teaches courses on death and dying.
Emelio says that “Grief impacts everyone” and “We all carry our own griefcase”. We can help others process their grief by listening and hearing. “It’s the little things that are really the big things,” he says. And by listening, you may be the lifeline for someone.
Robin Williams says that “Everyone is battling something that you know nothing about. Be kind always.” We must become doers, not just passive watchers! Be kind. Always.
To learn more about the Solace Tree and The Good Grief Project, go to https://www.solacetree.org/.
Ep 52 - Ever Wonder About Curiosity?
In this episode, Julie and Ginger are deep-diving into the concept of curiosity. Brene Brown defines curiosity as recognizing a gap in our knowledge about something that interests us and becoming emotionally and cognitively invested in closing that gap though exploration and learning. This differs from simply being interested in something. Interest is just a state. Curiosity can be both a state and a trait.
Listen in to hear the benefits of curiosity. It is positive to be curious and the curiosity of other people is a great way to build relationships. Relationships are of utmost importance with the children in our lives and therefore, curiosity is of utmost importance. As every teacher knows, if you get a child interested in something, the other things around that lesson will also be taken in. Curiosity must be in every classroom!
Learn why entering curiosity can be scary. It is basically a not- knowing-stance and we must make it ok to not know. We must model it. We have to show that being curious has great rewards.
We are curious about what you are curious about. Send us a message at heart@attachtrauma.org about how curiosity affects your life. We want to know!
Ep 51 - Diving into Anger
In this episode, Julie and Ginger dive into anger! Brene Brown defines anger as an emotion we feel when something gets in the way of our desired outcome, or when we believe there is a violation of the way we believe something should be. She says that anger is both active and activating.
Anger is an emotion we all experience, and it causes us to go into a fight or flight response. This means we shift to a state of survival, with our heart rate and adrenalin level increasing, and our cognitive and relational abilities decreasing.
Julie says, “We have three options on how to deal with anger: express it, suppress it, or process it.” We never age out of the emotion of anger, instead we need to learn how to navigate it. Listen in for tips on how to safely navigate the anger of yourself and the children in your care.
We want to hear from you! Please let us know what works for you when it comes to processing anger. Share your tips!
Ep 50 - Exploring Interoception
In this episode, Julie and Ginger invite Connie Persike into the studio to talk about interoception, one of our hidden senses. Interoception is the ability to process information from inside our bodies that affects our behavior, our health, and our well-being.
Connie is a highly experienced Speech Language Pathologist and educational consultant with more than 20 years’ experience in the educational setting. She is also a published writer and blogger. Connie created a process to assess student behavior which deviates from the traditional behaviorism approach. Her approach aligns with current relational neuroscience.
What is interoception? What does it look like? How can a teacher or caregiver help a child recognize it? Connie says, “Interoception is the foundation of self-regulation. Without it, we cannot become self-aware and attribute meaning to that”.
We need to teach children to just take a pause and notice what they are feeling and where in their bodies they are feeling it. This is something we all need!
Connie’s motto is Connection + Collaboration = Endless Possibilities. Wow!
To learn more, visit Connie’s website at https://supportablesolutions.com.
Ep 49 - Advocating for Trauma-Informed Special Education
In this episode, Julie and Ginger invite a special guest, Bill Zee, into the studio. Bill is the Chair of the Education Law Group at Appel, Yost & Zee in Lancaster PA. Bill has over 15 years of experience in school and special education law. He is both an educator by degree and an early childhood trauma survivor. As a result, Bill is passionate about the journey of making schools trauma informed. Bill is also an ATN Board member making this one of the most diversified boards ever.
Bill was led to the field of special education law by first becoming an educator. He says that, “Educators made such a huge difference in my life and I always wanted to make that same difference.” He then transitioned into law with the goal of focusing on school law. Pennsylvania is leading the movement to have schools become trauma-informed. It is invaluable for educators to be knowledgeable of trauma informed language, understand that parents bring baggage, and be willing to acknowledge that parents are part of the team.
Pa is definitely one of the states we should be watching!
Ep 48 - The Power of the Pause
In this session, Julie and Ginger invite Dr. Jon Baylin into the studio. Dr. Baylin received his doctorate in clinical psychology from Peabody College of Vanderbilt University in 1981 and he has been working in the mental health field for 35 years. He has immersed himself in the study of neuroscience and in teaching mental health practitioners about the brain. Dr. Baylin delivers keynote addresses nationally and internationally. He collaborates with Dr. Daniel Hughes and their first book, Brain Based Parenting, was released in 2012. In 2016, their second book, The Neurobiology of Attachment-Focused Therapy was released.
Today, Julie, Ginger and Dr. Baylin are talking about the “Power of the Pause”. Dr. Baylin says a child’s brain, especially one that has experience childhood trauma, is all about getting a very quick reaction to things, but sometimes that fast reaction is not the best. By teaching the children the power of the pause, we can help them gain self-control and feel empowerment. The pause helps all of us move beyond only using our amygdala and using the higher portion of our brain. Dr. Baylin says, “We can upshift our brains by pausing.”
Listen in to learn more about this concept and how it truly is based in relationship.
To order Dr. Baylin and Dr. Hughes’ books, visit ATN’s Bookshop at https://bookshop.org/shop/AttachmentTraumaNetwork.
Ep 47 - The Importance of Feeling Safe
In this episode, Julie and Ginger discuss the concept of “Felt Safety”. You can’t trust, heal, or learn in a state of unsafety. This isn’t only about physical safety, but this concept also includes emotional safety. It’s all about the state of your nervous system. Listen in to understand what happens in a child’s brain when they are unsafe, either from a perceived or actual threat. Ginger says, “Children need help returning to the baseline of felt safety through co-regulation.” That is the adult’s responsibility.
Safety is always first, so how does the adult bring about a feeling of safety for the child. First, believe in the child and listen to what they are experiencing. Next, increase predictability, structure, and routine. Also, be careful with your tone of voice. Avoid sarcasm and avoid yelling. And remember - creating an environment of felt safety is important for all children, not just those with early childhood trauma. It is for all of us!
To order ATN’s Calm Kits, visit ATN’s store at https://www.attachmenttraumanetwork.org/atn-store-educator/. Videos on how to use each calm kit item is included with the purchase.
If you choose to create your own “calm kit”, be sure to include tactile items such as fidgets, squishies, silly putty, silicone sponges, shaving cream, weighted blankets, mini tramps, crash pads, pillows and chair bands, just to name a few.
To join our upcoming book study, go to https://www.tfaforms.com/5060290. To sign up for our Movies That Matter Series, click https://www.attachmenttraumanetwork.org/movies-that-matter-series/ Hope to see you there!
Ep 46 - Our Hidden Senses
Today Julie and Ginger invite Jessica Sinarski into the studio. If you think her name seems familiar, then you are correct. Jessica has been here before. This is her second appearance with us! Jessica is a therapist, speaker and change maker. She is the founder of Brave Brains and the author of the Riley the Brave series, Hello Anger and more. Her latest book, Riley the Brave’s Sensational Senses, teaches children about their senses with strategies for emotional regulation. Jessica recently began her deep dive into the world of the senses. She saw that sensory processing was difficult for kids from foster care. In fact, she claims that almost all children with early childhood trauma have issues with sensory processing.
We are all familiar with the five senses – sight, sound, smell, taste, and touch – but Jessica says there are three more! Listen in to learn about those additional senses. Additionally, Jessica has great advice on how adults can help children deal with difficult sensory input. She says, “Let’s be curious!!!! Let’s be proactive! Let’s be flexible!”
To order Jessica’s books, go to ATN’s bookshop at https://bookshop.org/shop/AttachmentTraumaNetwork.
To learn more about her work go to her websites at www.BraveBrains.com and www.JessicaSinarski.com . Or – read Jessica’s blog posts, Understanding the BRAIN —> SENSES —> BEHAVIOR Connection and From Stuck and Suicidal to Feeling Safe and in Control .
Ep 45 - Preventing Childhood Sexual Abuse
In this episode Ginger and Julie invite Tracy Leonard into the studio. Tracy is the Programming and Partnership Manager at the non-profit, Darkness to Light. Darkness to Light empowers adults to prevent child abuse. She is also an authorized facilitator and certified instructor at Darkness to Light. The curriculum focuses on how to recognize, react, and respond to child sexual abuse. Tracy is also vital to ATN as a board member and the leader of the development team.
April is National Child Abuse Prevention Month, so this episode is very timely. The US Department of Health and Human Services recently put out their report for 2021 stating that 76% of all children experience neglect. 16% experience physical abuse and 10% experience sexual abuse… And realize - these are the reported cases.
Darkness to Light believes that it is an adult’s responsibility to protect children and it is a child’s responsibility to be a child. Listen in to learn more about the curriculum that Darkness to Light developed and presents. They focus on how to minimize the opportunity for sexual abuse. If it does happen, adults are taught how to react. Adults are also taught how to intervene if they see someone crossing the boundary by being an active bystander. Tracy says that it is amazing to see all the light bulbs go off during the training.
To learn more about the Darkness to Light program, to go https://www.d2l.org/ .